Holly_LMF

//Learning Motivation and Fun Analysis//


**5 Generalizations about what makes learning fun**
Examining the learning experiences of an artistic nature (singing, dancing, drawing, etc.) revealed that 23 out of 25 learners report a low level of competition. Mary55, for example, recalls about learning to line dance, “We were placed into groups of similar ability so that none of us felt like we were less able. . . There was no penalty for wrong moves.” I believe Meg86 best summarizes this lack of competition essential in learning artistic endeavors in the following comment about her painting class: //"Once I realized that it didn’t really matter. . . It became fun. . . I knew that I was just doing this for myself, for pleasure, and that it really doesn’t matter if my picture isn’t any good in the end. What’s the big deal?//"
 * 1) “Artsy” learners require low competition.**

Cathy63 explains that her magic class was fun “probably because of me. I came into the class each day with enthusiasm. And also, I was just curious because of the topic.” Stacie 161 says of learning online scrapbooking, “Part of what made this so fun for me, was that it was something I was really interested in doing.” Whether it’s because the learner thinks it looks like fun, like Ryan173 who learned to skateboard; or they want to expand their career, like Chris42, the rock climbing photographer; fun learning includes a learner who is self-motivated. In fact, over half of the learning experiences (at least 104 out of 162) were chosen by the learner, indicating that they already had some interest in the subject.
 * 2) Learner’s attitude __before__ learning determines level of fun __while__ learning.**

Ardis32 had a fun learning experience in someone’s basement; Aurora137 was in a gym; and Gale26 had a learning experience “she won’t soon forget” on a bus. Only25% of learners (42 out of 162) indicated that their experience took place in a traditional classroom. The rest of the participants experienced fun learning in other environments such as summer camp, field trips, dance studios, retail stores, a chocolate factory, during lunch break at school, or at home on a personal computer. Getting out of the classroom
 * 3) Get out of the classroom to have fun.**

The idea of rewards is prevalent throughout the database of stories. In most instances, the reward comes at the end of the learning process. Denise170 describes a particularly fun Vocabulary Bee that rewarded the winner with a prize. Several participants were able to take objects away with them, including Ardis32 (ceramics), Dave65 (chocolate truffles), and Stacie161 (scrapbooks). But not all rewards are as tangible. Arvick155 remembers “to be praised for the way I was performing” was her reward. Similarly, Lana36 looked forward to the proud feeling she felt after learning a hip hop dance. And let’s not forget the more abstract but equally rewarding sense of accomplishment that Andrew183 felt when he learned to drive a manual car. Just about every story included some kind of ultimate reward that contributed to the fun of the experience.
 * 4) Anticipation of reward makes learning fun.**

When learning occurs in the workplace, it is possible that none of the above generalizations will apply. The content is rarely artistic in nature, or of the learner’s choosing. Changing the environment is not an option. And sometimes the only reward is getting to keep your job. In this instance, the data shows that learners can still have fun when the teacher’s enthusiasm level is medium or high. Of the 23 stories of career related learning, nearly 75% (17 out of 23) indicated that the teacher’s enthusiasm was high. Christina80 describes her instructor as dynamic, funny, and interesting. Austin167 says recalls his instructor very educated, fun and someone who “did a lot of things to make [the class] better.”
 * 5)** **When the content is career related, teacher enthusiasm is important.**

**Implications**
As I design my own learning experiences, I will incorporate the lessons that I've learned from this analysis. When the content is artistic in nature, I will strive to de-emphasize competition in favor of creating an environment that feels safe and encouraging. I also see the importance of including and clearly communicating the benefits and rewards associated with my content so that the learner will be highly-motivated to learn from the very beginning. If will look for opportunities to design an experience that is transportable to other environments outside of the classroom. And finally, when I am responsible for delivering the content, I will be sure to communicate enthusiasm, especially when the material is career-focused. Considering these elements and other observations of my peers in this exploration will ensure a fun and engaging learning experience.